Towards the university education of the future

Contributions to transdisciplinary decolonial pedagogy to Sustainable Development Goals of the 2030 Agenda

Abstract

In the 21st century, societies in the Americas find themselves immersed in a political, economic, social, and cultural environment that demands profound reflection on the kind of education needed for the future. Despite the complex and unequal challenges that characterize their reality, where poverty and vulnerability are prevalent, entire communities persevere in their efforts to create new ways of life and build a better world, grounded in hope and a utopian vision. This work aims to reflect on the contributions of transdisciplinary decolonial pedagogy to the Sustainable Development Goals of the 2030 agenda in the pursuit of envisioning the university education of the future. The methodology employed is rooted in the qualitative tradition, particularly with a hermeneutic method and design that allows the interpretation of texts within their context. It is concluded that the challenges of education in the future are diverse and require creative approaches. The methodology used aligns with the qualitative approach, specifically utilizing a hermeneutic method and design that enables the interpretation of texts within their context. It is determined that transdisciplinary decolonial pedagogy offers an innovative and essential perspective for addressing the challenges in the field of education in Latin America and the Caribbean. Its critical and dialogical approach not only introduces a new method of teaching and learning but also an epistemology that supports political action in the quest for the emancipation of diverse cultures. By promoting a fairer, more plural, equitable, and deeply decolonized society, this pedagogy acts as a catalyst for bringing about significant changes in educational practice and in the formation of active citizens capable of facing an uncertain future.